This PhD project by Magnus Andersen asks the following question: How is Nordic childcare know-how embedded in contemporary global capitalism? The study focuses on how the Nordic welfare states cope with the dominating tendency of immaterial modes of production within contemporary capitalism on the world market. To this end, this PhD project narrows in on one specific case: The commodification of knowledge within the field of childcare in the Nordic countries. Furthermore, I focus on how this knowledge ‘travels’ and is sold on the Chinese marked based on its cultural traits. The project terms this particular knowledge ‘Nordic childcare know-how’. On the one hand, this term signals the production of particular body of knowledge on child rearing performed in an institutional setting. The focus here is the fact that it is knowledge. On the other hand, this manufactured knowledge revolves around material practices that seeks to exploit the immediate emotions, collaboration and communication capabilities, as well as the mind of the worker. Here, the focus is what this particular knowledge is supposed to do. Through the numerous angles and methods, the project intends to illustrate these two faces of Nordic childcare know-how interpreted through the context in which it ‘touches ground’ with practice, i.e. in a particular region, Sichuan, of China. The production of this particular knowledge reflects three theoretical hypotheses about our present, which are found in the Marxist tradition of post-operaismo: 1) cognitive capitalism (macro), 2) knowledge factories (meso), and 3) immaterial labour (micro). Rather than just providing a description of the phenomenon ‘Nordic childcare know-how’, the projects seeks to use the critical nature of these theoretical theses in order to gain a more nuanced understanding of the empirical unit of analysis. In the end, the PhD project aims to contribute to these theoretical discussions by providing an empirical illustration on the role of states intend to produce specific forms of subjectivity attached to a particular locality, which we understand as ‘Nordic’. In order to investigate the context in which Nordic childcare know-how, then, touches ground, the project turns its attention to the sociological consequences of the ‘Chinese miracle’, i.e. the explosive economic development in China. Here, the project draws attention to how the Chinese urban middle class’ demands for educational concepts such as ‘Nordic childcare know-how’. This demands reflects a hypothesis that the children are being prepared to become the future ‘immaterial labor-force’ in China’s on-going economic postmodernization, ‘quest for globality’ and enhancement of its ‘human capital’, moving away from ‘Made in China’ to ‘Innovation in China’. Here, ‘Nordic childcare know-how’ is, thus, sold as a viable way to the Chinese audience to gain an upper hand in this transition.